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					SKIES - Knowledge Sharing for MIS – Inspection Reports

Target Setting – Some Typical Comments in Reports

Inspection and Data Issues

Year                        2003                             2004                              2005
                Jan-Apr    May-Aug   Sep-Dec     Jan-Apr    May-Aug   Sep-Dec     Jan-Apr     May-Aug   Sep-Dec
Data years      Local Systems               ILR year 2003/04                    ILR 2004/05
                   Phase 1& 2              Phase 3 &4          Phase 5&6             Phase 7 &8

Phase 1& 2 – January 2003 to August 2003

        The college does not have clear achievement targets for literacy and numeracy learners

        Targets are not set for individual tutors

        There are no clearly defined targets for level of courses, number of learners, gender or

        Data collected by the LEA are used to monitor the overall number of learners against targets,
        enrolments, attendance and retention figures.

        There are no targets for enrolments and learner numbers.

        Targets for enrolments and learner numbers are not set, as there are not enough reliable data
        on which to base future plans.

        There is poor setting and use of targets to improve performance.

        Targets are not set for retention and achievement rates.

        However, there are no clear targets for retention and achievement rates, or for the number of
        new and re-enrolling learners.

        Staff are not set targets for learner retention or achievement

        However, there is little analysis of data, and it is not used to measure achievement or to shape
        and target programmes

        The LEA has not used these data to provide guidance to the community schools on recruitment
        or to set targets.

        Good practice: Subcontractors are provided with service level agreements which contain an
        extensive range of performance indicators with an agreed method to monitor progress against
        these targets

        The LEA does not use data effectively to monitor progress towards meeting targets to widen
        participation among specific groups of the local population.

        The service cannot produce aggregated learner statistics or develop realistic targets for
        improvement, based on learner data

        There are no targets for increasing the number of enrolments or the number of learners from
        particular groups.

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SKIES - Knowledge Sharing for MIS – Inspection Reports

        There are broad numerical targets for engaging new learners from under-represented groups.
        Data are routinely collected and monitored against these targets. However, there is insufficient
        analysis of equal opportunities data to identify the disadvantaged groups within these overall

        The LEA sets targets through its service-level agreements with the three consortia for the
        participation in learning of under-represented groups of adults.

        The absence of reliable performance data has meant that improvement targets have not been

        There is unclear target-setting.

        Good practice: Overall recruitment targets are set and specific sub-targets are set for the
        recruitment of learners by age, gender, ethnicity, postcode, and for those with learning
        difficulties and/or disabilities. Comparisons are made with the local demographic profile.
        Targets are set for the development of provision in new locations, but not for the overall
        recruitment of new learners by providers at established locations.

        There is poor use of management information as a basis for target-setting

        There is insufficient use of data and target-setting to widen participation.

        Little use is made of target-setting or measuring progress against targets

Phase 3 & 4 – September 2003 to April 2004

        Although some targets re set, they are often based on information that has been challenged by

        Target-setting for recruitment, retention and achievement is not sufficiently thorough.

        The adult learning service is set clear targets for retention, achievement and recruitment.
        These are translated into improvement targets for each curriculum manager. However, few
        tutors are aware of these targets

        Target-setting is ineffective. The current targets in the adult learning plan and its
        implementation plan are based on inaccurate data.

        Good practice: A data system has been introduced and is now being used to evaluate
        programmes, and to set more challenging targets for subcontractors.

        Good practice: Over the past two years, vigorous data collection and analysis has contributed
        to strategic-planning by identifying which districts, and which groups within districts, to target in
        terms of resources.

        No targets are set for equality of opportunity

        Subcontractors are not set clear targets

        Managers do not collect or use sufficient data about the whole provision to develop
        programmes or to set and monitor targets for recruitment

        Good practice: The plan is well referenced to detailed regional demographics, survey data and
        recent government policies, and the targets set are challenging.

        Target-setting is not systematic and the data that are produced are not used adequately.

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        Retention and achievement targets are set for the service as a whole, but not at centre or
        programme level.

        Available data have been broken down to give a picture of participation, but have not been
        analysed to compare the retention rates and progress of different groups, nor to set new targets
        for recruitment.

        The service has not monitored equal opportunities trends against targets effectively

        There is not enough monitoring of trends against targets

        The course review process includes review of achievement of previously set targets, although
        there is limited use of quantifiable measures.

        Good practice: There is good use of data and target-setting to attract under-represented groups
        in learning. Course enrolment data are routinely collected on ethnicity and disability. Data
        relating to retention and achievement are analysed in many ways including by gender, ethnic
        group, area of learning and local district. The results are used to set realistic targets

        Good practice: The quality development plan is clearly focused on priorities for action on
        curriculum and service-wide issues. Progress of the plan is monitored each term and actions
        are taken to ensure targets are met.

        Good practice: There is good use of data and target-setting to attract under-represented groups
        into learning. Course enrolment data are routinely collected on ethnicity and disability

Phase 5 & 6 – May 2004 to December 2004

        The reporting and analysis of achievement data are ineffective, with insufficient use of data to
        set improvement targets

        Very little use is made of data or target-setting

        Good practice: Senior managers set clear and demanding targets for recruiting learners from
        under-represented groups in the community, and in most cases the targets have been met or
        exceeded. Achievement of the targets is monitored by the five area officers, who analyse
        monthly returns submitted by widening participation workers and reallocate workers’ time where
        necessary to meet the needs of the service.

        Insufficient attention is paid at curriculum and area team meetings to monitoring performance
        against targets, and not all staff are aware of the importance of meeting set enrolment and
        participation targets for particular target groups.

        Target-setting and individual planning for learners is weak, and there is little use of data to
        measure the success of programmes, staff or individual learners.

        Data is not sufficient analysed or used for planning and target-setting by staff and governors.

        Team meetings do not include a detailed review of data to monitor performance against targets
        such as gender balance and participation by learners from minority ethnic groups

Phase 7 & 8 – January 2005 to August 2005

        Data are not used to set and monitor targets

        Good practice: The service sets challenging service targets for enrolment, retention,
        achievement and learner satisfaction rates which they consistently achieve or exceed.

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        There is no setting of targets for retention and achievement for each area of learning or centre,
        apart from on foundation programmes

        Good practice: Demanding performance indicators and targets, linked to service, LSC and
        county priorities are set and reviewed by the group. The service also uses other data to target
        difficult-to-reach and under-represented learner groups.

        Targets for enrolment, retention and achievement are set centrally for each geographical area,
        but these are not set for each course and tutors do not receive information on the targets they
        are to achieve.

        Good practice: Managers make good use of detailed data to help them identify their progress in
        meeting targets set for recruitment.

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